This study is situated within the newly emerging interest in the concept of grace as a legitimate topic for empirical enquiry, and draws on the theoretical framework provided by the SIFT approach to biblical hermeneutics, an approach rooted in reader-perspective hermeneutical theory and in Jungian psychological type theory. Data were draw from two one-day workshops with Anglican Readers (lay ministers). On each occasion the participants were invited to divide into three separate groups according to their preferences for sensing or intuition (...) (the two perceiving functions) and within these groups to explore the messages of grace in Matthew 6: 25–30 (Jesus’ invitation to look at the birds and to consider the lilies). The rich data gathered from these workshops generated insights into contemporary theologies of grace and also confirmed the hypothesis that biblical interpretation is shaped by the reader’s psychological type preference for sensing or for intuition. (shrink)

The Matthean parable of the labourers in the vineyard is open to multiple interpretations. For some, the parable may speak of God's unlimited grace and generosity; for others the parable may speak of God's unfairness. The present study is set within the context of an emerging interest in the concept of grace as a topic for empirical enquiry. The study draws on the theoretical framework provided by the notion of ordinary theology and employs the sensing, intuition, feeling and thinking (SIFT) (...) approach to biblical hermeneutics, which is rooted in Jungian psychological type theory. Data were drawn from two one-day workshops with Church of England Readers (lay ministers). On each occasion the participants were divided into three separate groups according to their preferences for thinking or feeling (the two judging functions proposed by psychological type theory) and within these groups they were invited to explore the messages about grace in Matthew 20:1-15 (Jesus' parable of the labourers in the vineyard). The rich data gathered from these workshops generated insights into contemporary theologies of grace and also confirmed the hypothesis that a biblical interpretation of grace is shaped by the reader's psychological type preference for thinking or feeling. While feeling types tended to empathise, thinking types pondered motives and unfairness. CONTRIBUTION: Situated within the reader perspective approach to biblical hermeneutics, the SIFT method is concerned with identifying the influence of the psychological type of the reader in shaping the interpretation of sacred text. Employing this method, the present study contributes to three fields of scholarship: to the field of homiletics and hermeneutics, to the field of ordinary theology and to the emerging field concerned with the concept of grace as a topic for empirical enquiry. (shrink)

This book brings together, for the first time in one volume, key articles on faith development theory, originally published in religious and secular journals in America, Australia, and Europe. Written by internationally recognized scholars, the essays discuss faith development in relation to such things as interview data, pastoral care, and Christian education.

* A selection of key writings on the problem of war and peace* Introduces students to general issues in ethics and moral theology. * Key contributors from around the world.This reader samples a wide range of modern moral and religious discussions on the subject of war and peace. In addition to providing material on pacifism, the just war debate, the nuclear option, genocide, and the concept of a holy war, it introduces students to general issues in ethics and moral theology, (...) using the morality of war as a powerful and pertinent worked example.Contributors include Elizabeth Anscombe, George Bell, Charles Curran, Y. Harkabi, Richard Harries, Stanley Hauerwas, Paul Ramsey, W. Montgomery Watt, Rowan Williams. (shrink)

The article surveys some of the more potent aspects of the moral dimension of educational institutions, with particular reference to their hidden curriculum of moral formation, the place of passion in teaching, and the many elements that are required for a balanced and realistic moral education. It concludes with some comments on commodification and respect in education.